UGC NET Paper 2 Education Mock Test - 4 - UGC NET MCQ

There are many committees and reports which played an important role in the Indian education system. Some of these are the following:

Report of the Standards of University Education Committee (1965):

• The report of the Standards of University Education Committee, 1962, was published by the UGC in 1965, for the promotion and coordination of university education and or the determination and maintenance of standards of teaching, examination and research in universities.
• The committee gave an illuminating analysis of the academic situation at the graduate, post-graduate and research level, and technical and administrative problems of the examination system.
• Examination reform units were set up, with the commission’s support at the Universities of Delhi, Baroda, Guwahati and Aligarh.

NOTE:

• Hartog Committee report (1929): The committee focused on improving the quality and standards of university-level education. It also recommended the setting up of the Central Advisory Board of Education (CABE), which was again established in 1935 and has been in existence.
• Calcutta University Commission: The objective of this commission, better known as the Sadler Commission had been to ensure an investigation of the problems connected with the University and to formulate recommendations in the light of the best expert opinion upon the requirements of University education.

Hence, it can be concluded from the given points that the Report on standards of University education UGC (1965) focused on the problems of the examination system of India.

The Principal:

• The Principal is part of an Administrative Team whose function is to support and assist the schools in meeting the overall objectives of the education and the needs of individual students.
• The role of the Principal is to provide leadership, direction, and coordination within the school.
• The Principal's main focus should be to develop and maintain effective educational programs within his/her school and to promote the improvement of teaching and learning with his/her school.
• The Principal should strive to create an organization and or climate which fosters student and teacher growth.
• The duties of the School Principal are all-encompassing as all aspects of the school's operations are either directly or indirectly under his/her jurisdiction.
• In general terms of the Principal shall be responsible for:
  1. the detailed organization of the school;
  2. the development of the instructional program;
  3. the assignment of duties to and the supervision of members of his staff;
  4. the general operation of the school facility.
• The amount of time a Principal will be able to devote to administrative duties will vary according to the size and grade level of the school, the amount of time released from teaching, and the demands of a particular year. 

Hint

•  you become aggressive in the class while supervising them: Showing aggressiveness should not be a role of a principal, s/he should be always calm and peaceful in order to handle any situation in the school.
• you enter the class and ask for details with the teacher: A principal should always interact with the teacher during the teacher's meeting and staff meeting not in front of the students. The teacher's time inside the classroom is important for the teaching-learning process not for answering the question of the principal. Instead, the principal should instill cameras in every classroom to observe the activities of the classroom.
• you stop the regular supervising practices: The principal should never stop supervising the teachers.

Hence, you call the teacher immediately after the class is the mosy appropriate action to take in such condition.

Vocationalization

• When vocational educational education is mixed with general education it is called vocationlisation of education. 
• The term vocationalization refers to efforts by schools to include in their curriculum those practical subjects which are likely to generate among students some basic knowledge, skills, and dispositions that might prepare them to think of becoming skilled workers or to enter manual operations.

India

• Vocational training in India historically has been a subject handled by the Ministry of Labour, other central ministries, and various state-level organizations.
• To harmonize the variations and multiplicity in terms of standards and costs, the National Skills Qualification Framework.
• According to the recommendation of the Secondary Education Commission (1952-53).
• The aim of the vocationalisation of education is to improve the vocational efficiency of the students.
• The Indian Education Commission (1966) pointed out that vocationalisation can bring education into a closer relationship with productivity. 
• The National policy on Educating (1986) and its revised formulations gave stress on the introduction of systematic, well planned and rigorously implemented programs of vocational education.

Australia

• Australian Vocational Education and Training is based on a partnership between governments and industry.
• VET qualifications are provided by government institutions, called Technical and Further Education (TAFE) institutions, as well as private institutions. 
• In Australia, vocational education and training is mostly post-secondary and provided through the vocational education and training (VET) system by registered training organizations.
• However, some secondary schools do offer school-based apprenticeships and traineeships for students in years 10, 11, and 12 years.

UK

• The first Trades School in the UK was Stanley Technical Trades School which was designed, built, and set up by William Stanley.

• The initial idea was thought of in 1901, and the school opened in 1907.
• The Education Act 1944 made provision for a Tripartite System of grammar schools, secondary technical schools, and secondary modern schools, but by 1975 only 0.5% of British senior pupils were in technical schools, compared to two-thirds of the equivalent German age group.

United States

• Vocational education in the United States varies from state to state.
• Vocational schools are post-secondary schools students usually enroll in after graduating from high school or obtaining their GEDs, which teach the skills necessary to help students acquire jobs in specific industries.
• The majority of post-secondary career education is provided by proprietary, privately-owned career institutions.
• About 30 percent of all credentials in teaching are provided by two-year community colleges, which also offer courses transferable to four-year universities.
• Other programs are offered through military teaching or government-operated adult education centers.

In the United States, the concept of vocationalization of education appears early.

INCLUSIVE EDUCATION implies that all students receive meaningful education in the best possible environment .The classroom in which Normal, Disabled and Extraordinary students learn together is called Inclusive classroom, it means inclusive classrooms involve everyone and so all experiences, cultural, knowledge and personalities can help to build non - formal forms of education.

Key Points

 Principles of inclusive education are given below:-

• Every child has the right to learn and play together i.e. normal and disabled children should not be segregated in Inclusive Education.

Thus, the option A is incorrect.

• No student is discriminated within education on grounds of race, sex, language, colour, religion, disability, poverty or any other status. It means zero rejection should be applied in Inclusive Education.​​

Thus, the option B is correct.

• Individual differences among students are a sources of richness and diversity, not a source of conflict. In Inclusive Education student's diversity is appreciated.

Thus the option C is correct.

• ​In Inclusive Education two or more professional trainers / teachers work together to teach normal, disabled, and extraordinary students at one place, it is called professional collaboration.  

Thus, the option D is correct.

• All students can learn and reward from education
• Schools adapt to the needs of students, rather than students adapting to the need of school.
• Student's views are listened to and taken seriously.
• There are no valid reasons to separate children for the period of their schooling.

Hint  The Education in which Normal Students and The students who need special individualized attention are not learn together, is called Segregated Education .

Hence, Segregated Education is not the principle of Inclusive education.

Education is concerned with all people and considered as basic social need of all societies. John Dewey viewed that having a social need it performs major functions to the society as the following:

• Transmission of culture:  Each society has its own cultural heritage which they preserve and transmit to the next generation. The crucial role of education is to transmit the tradition, culture, skill and knowledge to the new members of the society
• Reduce inequality and disparity: After independence, constitutional provisions (Article 21-A and 45) changed this elitist approach to egalitarian approach and the process of empowerment observed in various empirical studies. UN Millennium Development Goals (2000) targeted eight goals in which two are significant here- first is to achieve universal primary education and secondly, gender equity. These have been accepted by 189 countries of the world including India. Following this goal Sarva Sikhsa Abhiyan (SSA) as a national flagship programme launched. For female literacy many initiative taken as Mahila Sankhya, Kasturba Gandhi Balika Vidyalaya (KGBV) etc.
• Social Mobility and Social change: Social stratification is a universal social fact. Social mobility refers to the movement of individual and group position or status in the social hierarchy of any society. There are two important factors of social mobility- education and income status. Now, free and compulsory education to all provides an opportunity to enhance one’s educational and income status.
• Development of new knowledge: Education is the way to acquire knowledge to achieve success in its life. Through education, we develop new knowledge or addition to the existing knowledge to fulfil our new necessity. As we know that necessity is the mother of inventions.
• Individual development: Education is very important for an individual’s success in life. Education provides pupils teaching skills that prepare them physically, mentally and socially for the world of work in later life.

It should be noted that the 'economy is the basic structure of any society on which other institutions are dependent' given by Karl Marx.

Hence, we conclude that John Dewey considered the transmission of culture, and reducing inequality and disparity as major functions of society.

Teacher Education

• Teacher Education programs produce teachers, who in turn educate generations of pupils and students.
• Teachers who transform the knowledge and skills acquired in school, college, or university during the rest of their lives and work.
• It is an education program which has the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills a teacher require to perform tasks effectively in the classroom, school, and wider community.
• An individual who wishes to be a teacher needs to be trained not only initially but also from time to time so that he/she will keep himself abreast.
• Teacher education, therefore, is perceived as a continuous process which consists of three distinct and closely interrelated consecutive stage.
• These stages are as follow:
  • Pre-service training
  • Induction
  • Inservice training

In-service Teacher training

• It is the education a teacher receives after he has entered the teaching profession.
• It includes all the programs-educational social or others, in which the teacher takes a vital part.
• It is a continuous process, coextensive with teaching. 
• In-service training is most essential for the professional growth of the teacher.

Pre-service training:

• Pre-service education of teacher Is education specially designed for teachers before they enter into service as a teacher
• It consists of combined or alternative studies of the theory and practice of teaching with elements of psychology, educational philosophy, and sociology of education and some helpful instruction about teaching certain specific subjects.
• This part of training is carried out with a view to developing in him/her a basic insight into the professional and some key skills required for various teaching-learning tasks.
• Practice teaching is the most vital and crucial ingredient of this training.

The following measures for improving the quality of teacher education:-

• Reorganization of Course- the course should be reorganized at given intervals so that the teachers are equipped with the modern teaching world demands.
• The development of a positive attitude among pupil-teacher- teacher and pupil relationships is the building block of the education system.
• Emphasis should be given on in-service teacher education- In-service training is most essential for the professional growth of the teacher because they are interacting with the students on daily basis therefore, the development of the child is at stake if the in-service training is not adequate.

The qualitative technique is used to comprehend people's attitudes, interactions, behaviours, and beliefs. It produces data that is not numerical.

Key PointsStatement I: Often qualitative studies provide too many details of the setting that are investigated.

• Qualitative research methods offer the possibility of using a variety of techniques to collect data on complex subjects.
• It also offers the option of gathering more specific information to understand complex phenomena.
• Qualitative research includes ethnography, grounded theory, discourse analysis, and interpretive phenomenological analysis. 

Thus, Statement I is true

Statement II: Critics point out that qualitative research suffers from the issue of replication. 

• Replication is an ongoing methodological dilemma in which it is challenging or impossible to replicate the findings of many scientific investigations.
• Qualitative research suffers from the issue of replication. 

So, Statement II is true.

Thus, Both Statement I and Statement II are true. 

• Humanists, such as Carl Rogers and Abraham Maslow, believed individuals have an innate drive towards self-actualization or realising their full potential. They saw learning as a process of personal growth and development and believed that learners should be actively engaged in their learning process. In other words, learners should be able to shape and direct their learning experiences based on their interests, goals, and unique perspectives.
• According to humanists, experiential or experimental learning fosters personal growth and development. This approach to learning involves actively engaging in experiences and reflecting on those experiences to gain insight and develop understanding. Learners are encouraged to experiment, take risks, and explore new ideas and perspectives. The focus is on the learner's subjective experience and how they make sense of their learning.
• In contrast to the behaviourist approach, which emphasizes observable behaviours, humanists believe that the whole person should be considered in the learning process. This includes emotions, motivations, and subjective experiences. By taking a person-centred approach to learning, humanists believed that learners could develop a deeper understanding of themselves and the world around them, leading to personal growth and development.

Therefore it is clear that Humanists advocated Experimental learning.

The Buddhist education system was founded on the fundamentals of life.

Key Points

• This education is built on a student's moral, mental, and physical growth.
• It also directs students' attention to the Sangha's regulations and instructs them on how to obey them. 
• Buddhist Education was first taught by Lord Buddha in the 5th century BC.
• Its most distinguishing feature is that it is monastic and inclusive of all castes.
• Much emphasis was placed on the efficiency of the teachers in the Buddhist educational system.
• 'Upajsaya' (Guru) was primarily responsible for the correct education and upkeep of the student in the Buddhist system of education.

​Therefore, Upajsaya is mainly responsible for proper education in the Buddhist system of education. 

Additional Information

• Ashram:  Gurukuls also known as ashrams were educational residential institutions. Hundreds of students used to learn together in gurukuls which were located in forests in tranquil and peaceful circumstances. 
• Shishya:  the guru–shishya tradition or parampara (lineage) implies a succession of teachers and pupils. the gurus and their shishyas lived together and assisted one another in their daily lives. 
• Brahmins: Brahmins are consisting of a full community of knowledgeable people with their own administration and are funded by society's generous donations.

The concept of "Education without burden" was introduced by Prof. Yash Pal.

Key Points

• He led the National Advisory Committee (NAC) for Higher Education (1992-1993), which published a report titled "Learning without Burden" focusing on reducing stress and improving the quality of learning in schools.
• This report generated significant discussions and reforms in the Indian education system.

Hence, we can conclude that "Education without burden' was introduced by Prof. Yashpal.

Additional Information

• D. Kothari: Headed the Kothari Commission (1964-1966) which laid the foundation for the current 10+2+3 education system in India.
• K. Kasturirangan: Chaired the Kasturirangan Committee (1997-1998) which recommended reforms in school education, including an emphasis on a continuous and comprehensive evaluation.
• Dr. Mudaliar: Led the Health Survey & Planning Committee (1959-1961) which focused on healthcare, not specifically education.

Key Points 
The National Council for Teacher Education:

• The National Council for Teacher Education (NCTE) is a statutory body established under the NCTE Act of 1993.
• It is responsible for developing and regulating teacher education programmes in India. In 2014, the NCTE introduced new regulations regarding the duration and standards of B.Ed. and M.Ed. programmes in India.
• Before the introduction of these regulations, the duration of B.Ed. Programmes varied from one year to two years in different states and institutions. This often led to inconsistency in the quality of teacher education programmes and inadequate preparation of teachers for their roles. To address this issue, the NCTE decided to standardize the duration of B.Ed. Programmes across the country and mandated a minimum duration of two years.
• Similarly, M.Ed. programmes varied from one year to two years in different institutions. The NCTE recognized the need for a longer duration for M.Ed. programmes to provide adequate time for teacher trainees to develop specialized knowledge and skills in their respective areas of study. Hence, the regulation also mandated a minimum duration of two years for M.Ed. programmes.
• The primary objective of these regulations was to ensure that the teacher education programmes in India meet certain minimum standards and provide high-quality training to prospective teachers. This would, in turn, contribute to the overall improvement of the education system in the country. The regulations also laid down other requirements for teacher education institutions, such as the minimum qualifications for faculty, infrastructure, and other resources required to provide quality education to students.

Therefore it is clear that The two-year duration of B. Ed. and M. Ed. Programmes in Indian Teacher Education Institutions were introduced due to NCTE Regulation 2014.

Maximum performance tests 

• These assess the individual's ability to perform effectively under standard conditions.
• Performance on these tests, which includes ability and aptitude tests, can be judged as right or wrong.
• Ability tests come in many different forms and may test a general intellectual functioning or a specific ability.
•  Workers usually exhibit maximum performance when they are being observed.
• Therefore, some conditions that tend to foster maximum performance include work samples often given to a potential employee during an interview, manager evaluations, and job knowledge tests.
•  Maximum performance is how one performs when exerting as much effort as possible.

Test of typical performance

•  In this case, an individual's performance is assessed according to a given situation.
• Answers are not right or wrong but identify choices, preferences, and strengths of feeling.
• Typical performance is how an employee performs on a regular basis.

Therefore, Both Statement I and Statement II are correct

A typical dictionary definition of intelligence is “the capacity to acquire and apply knowledge.” Intelligence includes the ability to benefit from past experience, act purposefully, solve problems, and adapt to new situations.

Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is what causes you to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. Motivation involves the biological, emotional, social, and cognitive forces that activate behavior.

In Bloom's Taxonomy, the skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods, than the learning of facts and concepts.

For some 20 years Aristotle was Plato's student and colleague at the Academy in Athens, an institution for philosophical, scientific, and mathematical research and teaching founded by Plato in the 380s. Although Aristotle revered his teacher, his philosophy eventually departed from Plato's in important respects.

The very first sense to form, with development starting at around 8 weeks. The sense of touch initially begins with sensory receptor development in the face, mostly on the lips and nose.

• The Advaitavada or Non-dualism of Sankaracharya is a unique Indian contribution to the entire philosophical world. 
• According to Sankaracharya, the so-called means of knowledge do not give us real knowledge. They only remove ignorance being based on the distinction between subject and object. Real knowledge is beyond these.
• The means of knowledge work only in the field of ignorance. Knowledge requires no means, nor any proofs, since it is self-illumined and self-proved. But just as the disappearance of the illusion of snake leads to the real knowledge of the rope, similarly, the very removal of ignorance leads to knowledge.
• As a matter of fact, there is no sharp line dividing the removal of ignorance and the beginning of knowledge. Knowledge is the disappearance of ignorance. Hence, knowledge of the self and of the Brahman occupies a prominent place in Advaita philosophy, while epistemology has been given a subordinate place.
• Advaita philosophy denies the reality of the truth of name and form as presented by the sense organs. So it cannot rely upon the knowledge acquired through senses. However, such knowledge may be helpful in every-day life. Thus, according to Sankaracharya, all means of knowledge and all knowledge acquired through them are unreal from the transcendental standpoint. But one cannot deny their importance from the practical standpoint.

• In the philosophy of Sankaracharya, the world is merely a reflection of the Ultimate Reality. In fact, neither the individual nor the universe nor God have any existence apart from Brahman. From the transcendental standpoint, all of them are equally false. Hence, the question of creation is merely a pragmatic problem and God has been brought in only to solve it; otherwise, there is neither creation nor a creator.

• In fact, the attributeless Brahman is the only reality. Brahman is pure, transcendental, free, eternal and unconditioned. Brahman covered with Maya, is Iswara or God. God is the reflection of Brahman. Apart from Brahman he is nothing. Brahman is impersonal, while God is the ultimate person. He is the creator, sustainer and destroyer of the physical universe. Hence, the Advaitavada theory preached by Sankaracharya refers to religion.

Intelligence test

• Intelligence tests can be defined as a test to evaluate the general level of cognitive functions and intellectual ability. 
• Intelligence tests are generally used by psychologists to differentiate the levels of learners into slow, average and rapid learners.
• But sometimes teachers use these as an excuse for the students inefficiencies and tagged the children as a below average student.
• Intelligence tests are classified on several bases: Individual and Group tests (Target) and Verbal and Nonverbal tests.
• There are many types of intelligence scales:
  • Stanford-Binet Test
  • Wechsler Intelligence Scales

Hence, 'I.Q. labels tagged to children are used by teachers as an excuse for inefficiency' indicates the misuse of intelligence tests.

Key Points

• Surendranath Banerjea also tried to make his Indian Association a broader platform by convening an all-India conference of the association.
• But the initiative taken by Hume gave birth to the formation of the Indian National Congress and later on Surendranath joined the National Congress.
• The Indian Association was the first avowed nationalist organization founded in British India by Surendranath Banerjee and Ananda Mohan Bose in 1876.
• The objectives of this Association were "promoting by every legitimate means the political, intellectual and material advancement of the people".
• The Association attracted educated Indians and civics leaders from all parts of the country and became an important forum for India's aspirations for independence.
• It later merged with the Indian National Congress.

Hence, both (A) and (B) are true.

The aim of education is influenced by a complex interplay of societal factors, and society's values, needs, and expectations are central in shaping the overarching goals of education.

Key Points

•  Education aims to meet the needs of society, prepare individuals for citizenship, address economic and workforce demands, and impart cultural and ethical values.
• The collaborative effort among these groups ensures that education aligns with both societal expectations and the unique needs and aspirations of students.

Thus, it is concluded that Determining the aim of education is the responsibility of society.

The correct answer is 1 and 2 only.

Key Points

• At the Calcutta Session of the Congress in December 1906, presided over by Dadabhai Naoroji, the goal of the Indian National Congress was defined as 'swarajya like the self-governing colonies of Australia and Canada.
  • Also, a resolution supporting the programme of swadeshi, boycott, and national education was passed.
  • Hence statement 1 is correct. 
• In August 1906, the National Council of Education was established.
  • The Council, consisting of virtually all the distinguished persons of the country at the time, defined its objectives in this way.
    • ‘to organize a system of Education Literary; Scientific and Technical on National lines and under National control from the primary to the university level.
    • The chief medium of instruction was to be the vernacular to enable the widest possible reach.
    • Hence statement 2 is correct.
• For technical education, the Bengal Technical institute was set and funds were raised to send students to Japan for advanced learning.
  • Banaras Hindu University was founded by the great nationalist leader, Pandit Madan Mohan Malviya, in 1916 with the cooperation of great personalities like Dr Annie Besant, who viewed it as the University of India.
  • This was years after the Swadeshi Movement has fizzled out.
  • Hence statement 3 is not correct.

Additional Information

• Swadeshi movement focussed on self-reliance.
  • One of the major planks of the programme of self-reliance was Swadeshi or national education.
• Taking a cue from Tagore’s Shantiniketan, the Bengal National College was founded, with Aurobindo as the principal. Scores of national schools sprang up all over the country within a short period.
• At the Calcutta Session of the Congress in December 1906, presided over by Dadabhai Naoroji, the goal of the Indian National Congress was defined as 'swarajya like the self-governing colonies of Australia and Canada.

In Teacher-Centered Approaches of Education, the roles of teachers and learners are typically characterized by a more traditional and directive model. 

Key Points

• In a teacher-centered approach, the teacher typically has a more active role in presenting information and directing the learning process.
• In this approach, the teacher is the primary source of knowledge and instruction, and the learners are expected to be passive recipients.

Hint 

• Teacher makes teaching learner active: This option suggests some level of teacher involvement in making the learner active, but it doesn't fully capture the essence of a teacher-centered approach where the teacher is more directive.
• Learner acts and teacher facilitates learning: This statement aligns more closely with learner-centered approaches, where the focus is on active engagement and facilitation. 
• Both teacher and learners are passive: This is less representative of a teacher-centered approach, as typically, the teacher is expected to take a more active role in instructing and guiding the learning process.

So, based on the traditional teacher-centered model, the most appropriate answer is teacher is active and learner is passive.

The correct answer is National mission on Education through ICT.

Key Points

• National Digital Library of India, IIT, Kharagpur:
  • The National Digital Library of India, created by IIT Kanpur, serves as a virtual repository of educational resources.
  • This initiative falls under the Ministry of Education, Government of India, and is part of the National Mission on Education through Information and Communication Technology (NMEICT).
  • Initially introduced in pilot form in May 2016, the library was officially dedicated to the nation on June 19, 2018, by Union Human Resource Minister Prakash Javadekar.
  • The Indian Institute of Technology, Kharagpur, oversees the management of this library.
  • The National Digital Library of India (NDLI) aims to foster knowledge creation, collaboration, and dissemination by offering support to various institutes and organizations in creating and managing their digital assets through the Institutional Digital Repository (IDR) Hosting Service. 
  • DEEPAK: Disability Education & Engagement Portal for Access to Knowledge is also maintained by NDLI.
  • CHAVI: the Comprehensive Archive of Imaging in Oncology, stands as India's first imaging biobank dedicated to oncological imaging.
  • In the field of oncology, imaging plays a crucial role not only in diagnosis but also in therapy and post-therapy follow-up.

Education is a lifelong process that generates awareness about one's own self as well as the environment.

• It is a liberating force that frees us from the shackles of ignorance, poverty, prejudice and parochialism. 

Key Points 
Hindrances in education process:

• Learning barriers can be physical, mental, emotional, cultural, or social elements that get in the way of a student achieving their learning goals.

• The physical disabilities in a child slow down the education process of the child.
• Children with physical deviations can have difficulties in a normal school environment. they require special adaptations of school space and curriculum.
• Children with sensory impairment have disadvantages over children who have normal senses. These children need to be trained in basic skills of life like toilet training, movement and social skills.
• Inclusive and Integrated schools create an environment and training for these children to become part of normal schooling and get adjusted to the world later on.

Hence, it can be concluded that Statement I: physical deviations present in children can create issues in the education process of a child is correct whereas statement II: Sensory impairment does not create hindrance in the education process of a child is incorrect.

Statistical analysis involves such calculations as F test (ANOVA) and correlation coefficient in order to get certain positive results with a greater efficiency. The means of multi samples may be compared with such tests. The test which involves multi samples is called as F- test or analysis of variance (ANOVA).

1. F-test for testing equality of variance is used to test the hypothesis of the equality of population variances. The height example above requires the use of this test.

2. F-test for testing equality of several means. The test for equality of several means is carried out by the technique called ANOVA.

For example suppose that an experimenter wishes to test the efficacy of a drug at three levels: 100 mg 250 mg and 500mg. A test is conducted among fifteen human subjects taken at random with five subjects being administered each level of the drug.

To test if there are significant differences among the three levels of the drug in terms of efficacy the ANOVA technique has to be applied. The test used for this purpose is the F-test.

3. F-test for testing significance of regression is used to test the significance of the regression model. The appropriateness of the multiple regression model as a whole can be tested by this test. A significant F value indicates a linear relationship between Y and at least one of the Xs.

Kruskal- Wallis H Test

The Kruskal-Wallis H Test is a non parametric procedure that can be used to compare more than two populations in a completely randomized design.

Mann- Whiteney U test

The Mann-Whitney U test is a non-parametric test that can be used in place of an unpaired t-test. It is used to test the null hypothesis that two samples come from the same population (i. e. have the same median) or alternatively whether observations in one sample tend to be larger than observations in the other.

Student t- test

A student t-test is used to compare two population means where you have two samples in which observations in one sample can be paired with observations in the other sample. Examples of where this might occur are: Before-and-after observations on the same subjects (e. g. students’ diagnostic test results before and after a particular module or course).

A field of applied statistics of human research surveys survey methodology studies the sampling of individual units from a population and associated techniques of survey data collection such as questionnaire construction and methods for improving the number and accuracy of responses to surveys.

UCS = Unconditioned stimulus = stimulus that elicits a response unconditionally whenever it is presented without past training or practice.

UR = Unconditioned response = The response that a US elicits is the unconditioned response.

CS = Conditioned Stimulus = It is an initially neutral stimulus that becomes able to elicit a new response when it reliably predicts a US.

CR = Conditioned response = Response that the CS triggers.

Key Points of Conditioning

Each pairing of the CS with the UCS strengthens the connection between the CS and CR.

Timing is important. Usually the strongest and fastest conditioning occurs when the CS is presented about ½ to one second before the UC.

EXTINCTION - If the CS is presented repeatedly in the absence of the UCS the CS-CR bond will weaken and the CR will eventually disappear.

STIMULUS GENERALIZATION - Once conditioning has occurred the subject may respond not only to the CS but to stimuli similar to it. For example many of our likes and dislikes of new people and situations come from generalization based on similarities to past experiences. It is the equivalent of transfer in learning experiments

STIMULUS DISCRIMINATION – opposite of stimulus generalization. SD is the ability to detect differences among stimuli. This procedure is sometimes used to test the ability of nonverbal subjects to discriminate among various stimuli such as color (air puff/eye blink).

According to Kolb

Experiential learning “offers the foundation for an approach to education and learning as a lifelong process that is soundly based in the intellectual traditions of social psychology philosophy and cognitive psychology”

According to Association for Experiential Education “Experiential learning is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge develop skills and clarify values”

Principle of Experimental Education

• Experiential learning occurs when carefully chosen experiences are supported by reflection critical analysis and synthesis.
• Experiences are structured to require the student to take initiative make decisions and be accountable for results.
• Throughout the experiential learning process the student is actively engaged in posing questions investigating experimenting being curious and solving problems assuming responsibility being creative and constructing meaning.
• Students are engaged intellectually emotionally socially soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
• The results of the learning are personal and form the basis for future experience and learning.
• Relationships are developed and nurtured: student to self student to others and student to the world at large.
• The instructor and student may experience success failure adventure risk taking and uncertainty because the outcomes of the experience cannot totally be predicted.
• Opportunities are nurtured for students and instructors to explore and examine their own values

Kolb describes experiential learning as a four part process

Experiencing

Processing

Generalizing

Applying